With your groups type what you know now on student centered learning and technology
TECHNOLOGY PROJECTS AS A VEHICLE TO EMPOWER STUDENTS
-Students must have self-motivation
-Technology should never become the focus of a project but instead an empowering tool
-Learners gain confidence from gaining knowledge and success with using new skills, therefore building their identities as learners
-"Brain functions best in a learning environment that empowers and liberates as opposed to one that frustrates and controls learners."
-"Learning and one's identity are closely intertwined."
-Learning takes place when there's equal participation and they gain expertise from each other.
-Each student contributes in unique ways and they learn from each that way.
-Learning occurs through dialogue
-La pedagogie de l'autonomisation des eleves est validee par les decourvertes des recherches sur le cervdeau et des sciences conitives.
-We should design learning activities that provide a level of autonomy and guide students to discover various ways of solving problems
-Stresses the importance of computers being used to solve problems on a multitude of levels
-Important to identify their own strengths and weaknesses and create a powerful group dynamic that is beneficial to all learners
-With technology, students can research and present the material they have found in a greater variety of manners and in a much less conventional manner than we are accustomed to.
Technology can be empowering for students. You have to make sure there is a corespondence between the lesson
and
technology TECHNOLOGY PROJECTS AS A VEHICLE TO EMPOWER STUDENTS -Students must have self-motivation -Technology should never become
the
focus of a project but instead an empowering tool -Learners gain confidence from gaining knowledge technology. It helps students take iniciative
and
success with using new skills, therefore building their identities as learners -"Brain functions best in a learning environment that empowers and liberates as opposed to one that frustrates and controls learners." -"Learning and one's identity are closely intertwined." -Learning takes place when there's equal participation and they gain expertise from each other. -Each student contributes in unique ways and they learn from each that way. -Learning occurs through dialogue -La pedagogie de l'autonomisation des eleves est validee par les decourvertes des recherches sur le cervdeau et des sciences conitives. -We should design learning activities that provide a level of autonomy and guide students to discover various ways of solving problems -Stresses the importance of computers being used to solve problems on a multitude of levels -Important to identify their own strengths and weaknesses and create a powerful group dynamic that is beneficial to all learners -With technology, students can research and present the material they have found in a greater variety of manners and in a much less conventional manner than we are accustomed to. risks.
They were examining TECHNOLOGY PROJECTS AS A VEHICLE TO EMPOWER STUDENTS
-Students must have self-motivation -Technology should never become
the
relationship between teacher beliefs and focus of a project but instead an empowering tool -Learners gain confidence from gaining knowledge and success with using new skills, therefore building
their
instruction technology practice. Teachers beliefs identities as learners -"Brain functions best in a learning environment that empowers and liberates as opposed to one that frustrates and controls learners." -"Learning and one's identity are closely intertwined." -Learning takes place when there's equal participation and they gain expertise from each other. -Each student contributes in unique ways and they learn from each that way. -Learning occurs through dialogue -La pedagogie de l'autonomisation des eleves est validee par les decourvertes des recherches sur le cervdeau et des sciences conitives. -We should design learning activities that provide a level of autonomy and
guide
students to discover various ways of solving problems -Stresses
the
decisions teachers make and actions importance of computers being used to solve problems on a multitude of levels -Important to identify their own strengths and weaknesses and create a powerful group dynamic that is beneficial to all learners -With technology, students can research and present the material
they
take in the classroom. One case study: 39 year veteran teacher still used the computer as a reward system. she felt that even though she was technology sound, she wasn't comfortable integrating it in the classroom. One case study: teacher directed and she just supplemented with technology. One case study: Studdent centered. Teacher was the facilitator/organizer. kids did projects. DIdn 't do tests, they didn't use computers as tutorials. She felt that this made the students more independent. She made tecnology decisions basesd on her educational beliefs and that culminated in highly flexible active student environment. Quantitative: They looked at 2 things: teacher's beliefs and technology practices and they looked at other factors related to technology practices. Qualitative: Did they change beliefs after PD and use in the classroom/technology. have found in a greater variety of manners and in a much less conventional manner than we are accustomed to.
Technology can be empowering for students. You have to make sure there is a corespondence between the
lesson and the technology. Students learn to take initiative and risks.
They were examining the relationship between teacher beliefs and their instruction technology practice. Teachers beliefs guide the decisions teachers make and actions they take in the classroom.
One case study: 39 year veteran teacher still used the computer as a reward system. she felt that even though she was technology sound, she wasn't comfortable integrating it in the classroom.
One case study: teacher directed and she just supplemented with technology.
One case study: Studdent centered. Teacher was the facilitator/organizer. kids did projects. DIdn 't do tests, they didn't use computers as tutorials. She felt that this made the students more independent. She made tecnology decisions basesd on her educational beliefs and that culminated in highly flexible active student environment.
Quantitative: They looked at 2 things: teacher's beliefs and technology practices and they looked at other factors related to technology practices.
Qualitative: Did they change beliefs after PD and use in the classroom/technology. Change 0 of 0
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TECHNOLOGY PROJECTS AS A VEHICLE TO EMPOWER STUDENTS
-Students must have self-motivation
-Technology should never become the focus of a project but instead an empowering tool
-Learners gain confidence from gaining knowledge and success with using new skills, therefore building their identities as learners
-"Brain functions best in a learning environment that empowers and liberates as opposed to one that frustrates and controls learners."
-"Learning and one's identity are closely intertwined."
-Learning takes place when there's equal participation and they gain expertise from each other.
-Each student contributes in unique ways and they learn from each that way.
-Learning occurs through dialogue
-La pedagogie de l'autonomisation des eleves est validee par les decourvertes des recherches sur le cervdeau et des sciences conitives.
-We should design learning activities that provide a level of autonomy and guide students to discover various ways of solving problems
-Stresses the importance of computers being used to solve problems on a multitude of levels
-Important to identify their own strengths and weaknesses and create a powerful group dynamic that is beneficial to all learners
-With technology, students can research and present the material they have found in a greater variety of manners and in a much less conventional manner than we are accustomed to.
Technology can be empowering for students. You have to make sure there is a corespondence between the lesson
and
technology TECHNOLOGY PROJECTS AS A VEHICLE TO EMPOWER STUDENTS -Students must have self-motivation -Technology should never become
the
focus of a project but instead an empowering tool -Learners gain confidence from gaining knowledge technology. It helps students take iniciative
and
success with using new skills, therefore building their identities as learners -"Brain functions best in a learning environment that empowers and liberates as opposed to one that frustrates and controls learners." -"Learning and one's identity are closely intertwined." -Learning takes place when there's equal participation and they gain expertise from each other. -Each student contributes in unique ways and they learn from each that way. -Learning occurs through dialogue -La pedagogie de l'autonomisation des eleves est validee par les decourvertes des recherches sur le cervdeau et des sciences conitives. -We should design learning activities that provide a level of autonomy and guide students to discover various ways of solving problems -Stresses the importance of computers being used to solve problems on a multitude of levels -Important to identify their own strengths and weaknesses and create a powerful group dynamic that is beneficial to all learners -With technology, students can research and present the material they have found in a greater variety of manners and in a much less conventional manner than we are accustomed to. risks.
They were examining TECHNOLOGY PROJECTS AS A VEHICLE TO EMPOWER STUDENTS
-Students must have self-motivation
-Technology should never become
the
relationship between teacher beliefs and focus of a project but instead an empowering tool
-Learners gain confidence from gaining knowledge and success with using new skills, therefore building
their
instruction technology practice. Teachers beliefs identities as learners
-"Brain functions best in a learning environment that empowers and liberates as opposed to one that frustrates and controls learners."
-"Learning and one's identity are closely intertwined."
-Learning takes place when there's equal participation and they gain expertise from each other.
-Each student contributes in unique ways and they learn from each that way.
-Learning occurs through dialogue
-La pedagogie de l'autonomisation des eleves est validee par les decourvertes des recherches sur le cervdeau et des sciences conitives.
-We should design learning activities that provide a level of autonomy and
guide
students to discover various ways of solving problems
-Stresses
the
decisions teachers make and actions importance of computers being used to solve problems on a multitude of levels
-Important to identify their own strengths and weaknesses and create a powerful group dynamic that is beneficial to all learners
-With technology, students can research and present the material
they
take in the classroom. One case study: 39 year veteran teacher still used the computer as a reward system. she felt that even though she was technology sound, she wasn't comfortable integrating it in the classroom. One case study: teacher directed and she just supplemented with technology. One case study: Studdent centered. Teacher was the facilitator/organizer. kids did projects. DIdn 't do tests, they didn't use computers as tutorials. She felt that this made the students more independent. She made tecnology decisions basesd on her educational beliefs and that culminated in highly flexible active student environment. Quantitative: They looked at 2 things: teacher's beliefs and technology practices and they looked at other factors related to technology practices. Qualitative: Did they change beliefs after PD and use in the classroom/technology. have found in a greater variety of manners and in a much less conventional manner than we are accustomed to.
Technology can be empowering for students. You have to make sure there is a corespondence between the
lesson and the technology. Students learn to take initiative and risks.
They were examining the relationship between teacher beliefs and their instruction technology practice. Teachers beliefs guide the decisions teachers make and actions they take in the classroom.
One case study: 39 year veteran teacher still used the computer as a reward system. she felt that even though she was technology sound, she wasn't comfortable integrating it in the classroom.
One case study: teacher directed and she just supplemented with technology.
One case study: Studdent centered. Teacher was the facilitator/organizer. kids did projects. DIdn 't do tests, they didn't use computers as tutorials. She felt that this made the students more independent.
She made tecnology decisions basesd on her educational beliefs and that culminated in highly flexible active student environment.
Quantitative: They looked at 2 things: teacher's beliefs and technology practices and they looked at other factors related to technology practices.
Qualitative: Did they change beliefs after PD and use in the classroom/technology. Change 0 of 0
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